The Importance of Modeling: Teachers as Writers Presented by Stacie Noisey

1. The Importance of Modeling: Teachers as WritersPresented by Stacie Noisey July 28, 2011 IWP Summer Leadership Institute Inspiring… continuous learners responsible, caring citizens In a global community

2. Enduring Understanding • The act of modeling sends powerful messages about a teacher’s beliefs and practices.

3. Essential Questions How does modeling the writing process help students as writers? Continuous learners

4. Today’s TargetsParticipants will be able to: • Explain the importance of modeling the writing process • Describe key aspects of model the writing process • Identify ways to increase modeling their classrooms

5. Introductions • Six word memoir: In six words introduce yourself to the group. Include as much information as you can.

6. Ties to the Common Core • College and Career Readiness Anchor Standards for Writing • Production and Distribution of Writing • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ALL K-5 strand 5 standards begin with the stem: • With guidance and support from adults…

7. Practice What You Preach • “In regular practice and behavior, the teacher is a model of thoroughness, or self-evaluation, or courtesy, or whatever else is expected of students.” ( Saphier, Haley-Speca, Gower,2008)

8. Activator • Think, Pair, Share • How do you use modeling think alouds in the writing class?

9. Who Says Modeling Is a Good Idea? • Beth Davey, is credited in 1983, for an article in Journal of Reading which shows how the think aloud technique of modeling can be used to teach reading comprehension strategies. • Other researchers published similar work on using the think aloud model for reading instruction e.g. Clark, 1984; Meichenbaum, 1985. • In 1983, Donald H. Graves writes about modeling in Writing: Teachers and children at work. • In 1986, Lucy Calkins includes modeling as a protocol during the mini-lesson in her text, The Art of Writing. • Nancy Atwell joined the ranks in 1987 with In the Middle, in which the idea of modeling is integral throughout the writing process.

10. The Importance of Modeling • Writing instruction has to come during the writing process, not after. • You must show students your process • Make your thinking visible • You don’t need to be perfect • (Kittle, 2008)

11. Gradual Release of Responsibility • Instruction should be scaffolded to meet the students’ needs. • GRR allows students multiple attempts before they go solo. • Good instruction takes time. *See rubric on purpose and modeling.

12. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works (c) Fisher & Frey, 2006

13. Modeling and Purpose • Purpose is intentional and based on formative assessments • Lessons contain guided, collaborative, and independent tasks • Students can explain the purpose in their own words (student friendly targets) • Teacher provides an authentic model • Students use strategies that were modeled

14. Modeling Think Aloud • Internal dialogue made external • Asking yourself questions • Weighing alternatives and using criteria to choose • False starts and self-correcting • Persistence *See handout for step-by-step directions. ( Saphier, Haley-Speca, Gower,2008)

15. Model All Phases of the Writing Process • During the pre-writing process teachers can use think aloud to model the strategies writers use to get the process started by brainstorming ideas or demonstrating use of a writer’s notebook.

16. Model All Phases of the Writing Process • During the drafting process, teachers can model by drafting in front of the students

17. Model All Phases of the Writing Process • During the revision process, teachers can model how to ask questions and think about audience, purpose and craft.

18. Model All Phases of the Writing Process • During the editing process, teachers can model how to use mechanics and conventions to help readers understand the message

19. Summarizer • Give One, Get One, Move On • On a sheet of paper write ideas from today’s presentation that you learned, inspired you, or validated your practice. • Stand up and move around. • Compare notes with other participants. • Add one of their ideas to your paper and share one of your ideas with them. • Move on to the next person and do the same thing.

20. Professional Literature:Modeled Writing • Atwell, N. (1987). In the Middle. New Hampshire: Heinemann. • Calkins, L. (1986). The Art of Teaching Writing. New Hampshire: Heinemann. • Davey, B. (1983). Think-aloud: Modeling the cognitive processes of reading comprehension. Journal of Reading, 27(1), 44-47. • Fisher,D. & Frey, N. (2007). Scaffolded Writing Instruction: Teaching with a gradual-release framework. New York: Scholastic. • Graves, D. (1983). Writing: Teachers and children at work. New Hampshire: Heinemann. • McCarrier, A., Pinnell, G. S., & Fountas,I. (2000). Interactive Writing. New Hampshire: Heinemann. • Routman, R. (2005). Writing Essentials. New Hampshire: Heinemann. • Saphier, J. Haley-Speca, M.A., & Gower, R. (2008). The Skillful Teacher, 6th ed. Massachusetts: Research for Better Teaching.